Modelling pre-service science teachers' pro-environmental behaviours in relation to psychological and cognitive variables

Şahin E., Alper U., Öztekin C.

ENVIRONMENTAL EDUCATION RESEARCH, cilt.27, sa.1, ss.1-21, 2021 (SSCI) identifier identifier

  • Yayın Türü: Makale / Tam Makale
  • Cilt numarası: 27 Sayı: 1
  • Basım Tarihi: 2021
  • Doi Numarası: 10.1080/13504622.2020.1812538
  • Dergi Adı: ENVIRONMENTAL EDUCATION RESEARCH
  • Derginin Tarandığı İndeksler: Social Sciences Citation Index (SSCI), Scopus, Academic Search Premier, EBSCO Education Source, Educational research abstracts (ERA), ERIC (Education Resources Information Center), Greenfile, Psycinfo, Public Affairs Index
  • Sayfa Sayıları: ss.1-21
  • Anahtar Kelimeler: Pro-environmental behaviours, attitudinal motives, spatial optimism, temporal pessimism, locus of control, pre-service science teachers, TIME PERSPECTIVE, ENERGY USE, KNOWLEDGE, ATTITUDES, OPTIMISM, BELIEFS, FUTURE, VALUES, DETERMINANTS, INTENTIONS
  • Orta Doğu Teknik Üniversitesi Adresli: Evet

Özet

Grounded in large-scale studies, this research further investigates the nature of pro-environmental behaviours and related factors by selecting a nation-wide sample of Turkish pre-service science teachers as educators of future generations. We examined the relationships between pro-environmental behaviours and psychological and cognitive variables by evaluating the proposed theoretical model through path analysis. Data were collected from 1497 pre-service science teachers using environmental future scale, behaviour inventory of environmental action, knowledge of environmental issues scale, environmental attitude (ecocentric and anthropocentric) scale, and Environmental Action Internal Control Index. Highlighting the explanatory power of some cognitive and psychological attributes on pro-environmental behaviours in Turkey, this research identified attitudinal motives as the primary indicator of pro-environmental behaviours, compared to other constructs. Accordingly, the study implies that the promotion of pro-environmental behaviours could be achieved by redesigning the teacher education curriculum around the development of a realistic sense of hope and optimism via ecocentric worldviews.